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Now, your Honor, I have spoken about the war. I believed in it. I don’t know whether I was crazy or not. Sometimes I think perhaps I was. I approved of it; I joined in the general cry of madness and despair. I urged men to fight. I was safe because I was too old to go. I was like the rest. What did they do? Right or wrong, justifiable or unjustifiable — which I need not discuss today — it changed the world. For four long years the civilized world was engaged in killing men. Christian against Christian, barbarian uniting with Christians to kill Christians; anything to kill. It was taught in every school, aye in the Sunday schools. The little children played at war. The toddling children on the street. Do you suppose this world has ever been the same since? How long, your Honor, will it take for the world to get back the humane emotions that were slowly growing before the war? How long will it take the calloused hearts of men before the scars of hatred and cruelty shall be removed?
We read of killing one hundred thousand men in a day. We read about it and we rejoiced in it — if it was the other fellows who were killed. We were fed on flesh and drank blood. Even down to the prattling babe. I need not tell you how many upright, honorable young boys have come into this court charged with murder, some saved and some sent to their death, boys who fought in this war and learned to place a cheap value on human life. You know it and I know it. These boys were brought up in it. The tales of death were in their homes, their playgrounds, their schools; they were in the newspapers that they read; it was a part of the common frenzy — what was a life? It was nothing. It was the least sacred thing in existence and these boys were trained to this cruelty.
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Turned the wrong way around, the relentless unforeseen was what we schoolchildren studied as “History,” harmless history, where everything unexpected in its own time is chronicled on the page as inevitable. The terror of the unforeseen is what the science of history hides, turning a disaster into an epic.
The history of childhood is a nightmare from which we have only recently begun to awaken. The further back in history one goes, the lower the level of child care, and the more likely children are to be killed, abandoned, beaten, terrorized, and sexually abused. It is our task here to see how much of this childhood history can be recaptured from the evidence that remains to us. That this pattern has not previously been noticed by historians is because serious history has long been considered a record of public not private events. Historians have concentrated so much on the noisy sand-box of history, with its fantastic castles and magnificent battles, that they have generally ignored what is going on in the homes around the playground. And where historians usually look to the sandbox battles of yesterday for the causes of those of today, we instead ask how each generation of parents and children creates those issues which are later acted out in the arena of public life.
And then, to sink the roots of this fear deep, the church introduces the idea of evil and the devil to children, for it knows that if it can cut early psychological scars it has a better chance of holding on to the minds thus wounded.
All religions are anxious to proselytise the young. Society seems not to see either the absurdity or the danger in the fact that pupils in one school are taught, as truths of history, that the Normans conquered England in 1066 and that Jesus is the son of God, in another that the Normans conquered England in 1066 and Jesus is not the son of God but that Mohammed received the definitive divine revelation, in a third that the Normans conquered England in 1066 and that neither Jesus nor Mohammed is of any significance besides Guru Dev—and in a fourth that the Normans conquered England in 1066 and all three of Jesus, Mohammed and Guru Dev are false distractions, attention to whom is likely to provoke God’s jealous wrath.
Yet in schools all over the country these antipathetic “truths” are being force-fed to different groups of pupils, none of whom is in a position to assess their credibility or worth. This is a serious form of child abuse. It sows the seeds of apartheids capable of resulting, in their logical conclusion, in murder and war, as history sickeningly and ceaselessly proves.
I will go home and much of what I will have to say will seem strange to the people of my village... But I will teach and work and things will happen, slowly and swiftly. At times it will seem that nothing changes at all... and then again... the sudden dramatic events which make history leap into the future. And then quiet again. Retrogression even. Guns, murder, revolution. And I even will have moments when I wonder if the quiet was not better than all that death and hatred. But I will look about my village at the illiteracy and disease and ignorance and will not wonder long. And perhaps... perhaps I will be a great man... I mean perhaps I will hold on to the substance of truth and find my way always with the right course... and perhaps for it I will be butchered in my bed some night by the servants of empire...
...perhaps the things I believe now for my country will be wrong and outmoded, and I will not understand and do terrible things to have things my way or merely to keep my power. Don't you see that there will be young men and women, not British soldiers then, but my own black countrymen... to step out of the shadows some evening and slit my then useless throat? Don't you see they have always been there... that they always will be. And that such a thing as my own death will be an advance? They who might kill me even... actually replenish me!
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